PROCEEDINGS OF THE 21ST ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2018
San Diego, California
Didactical Disciplinary Literacy
Page: 1261
Undergraduate mathematics students are routinely asked to learn from various “texts” such as textbooks, videos, and lectures. In order to understand how students read and learn from discipline-specific texts, literacy researchers in recent years (e.g. Shanahan & Shanahan, 2012) have begun to direct their attention to disciplinary literacy: the ways that disciplinary experts themselves interpret, create, and critique materials. In this vein, we set out to investigate the disciplinary literacy practices of calculus students and non-mathematics STEM faculty, but found that focusing on this form of literacy alone was insufficient to explain the differences between the students’ and faculty members’ practices. To address this, we propose a new construct of didactical literacy, provide examples, and discuss its details and ramifications.